Creative drama English pronunciation program for Bhutanese primary learners

Abstract

The aims of the study were to (1) to develop a Creative Drama English Pronunciation Program to enhance primary learners’ pronunciation ability, and (2) to compare learners’ English pronunciation ability before and after learning with the Creative Drama English Pronunciation Program. The study process was segmented into two phases; (1) Creative Drama English Pronunciation Program development, and (2) Implementation and Evaluation of the Creative Drama English Pronunciation Program. The participant consisted of 25 primary learners of Bhutan selected through cluster sampling. The study period was 12 weeks. Quantitative data from pre- and posttest was analyzed using Wilcoxon signed-rank test and qualitative data from interviews was content analyzed. The result showed statistically significant improvement in English pronunciation ability of primary learners at the level of .05. In the interview findings, all participants asserted a positive opinion towards the Creative Drama English Pronunciation Program in the improvement of their pronunciation abilities and also highlighted other advantages like stress-free environment, peer interaction, and confidence building. Teacher interviewees found the program practical and usable, thereby, recommended for primary learners to enhance English pronunciation ability.